European Journal of STEM Education
Research Article
2016, 1(3), Article No: 56

Investigating Children’s Multiplicative Thinking: Implications for Teaching

Published in Volume 1 Issue 3: 29 Dec 2016
Download: 2029
View: 3522

Abstract

Multiplicative thinking is a 'big idea' of mathematics that underpins much of the mathematics learned beyond the early primary school years. This article reports on a recent study that utilised an interview tool and a written quiz to gather data about children's multiplicative thinking. Our research has so far revealed that many primary aged children have a procedural view of multiplicative thinking which we believe inhibits their progress. There are two aspects to this article. First, we present some aspects of the interview tool and written quiz, along with some of findings, and we consider the implications of those findings. Second, we present a key teaching idea and an associated task that has been developed from our research. The main purpose of the article is to promote the development of conceptual understanding of the multiplicative situation as opposed to the teaching of procedures. In doing so, we encourage the explicit teaching of the many connections within the multiplicative situation and between it and other 'big ideas' such as proportional reasoning and algebraic thinking.

---
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Hurst C, Hurrell D. Investigating Children’s Multiplicative Thinking: Implications for Teaching. European Journal of STEM Education. 2016;1(3), 56. https://doi.org/10.20897/lectito.201656
APA 6th edition
In-text citation: (Hurst & Hurrell, 2016)
Reference: Hurst, C., & Hurrell, D. (2016). Investigating Children’s Multiplicative Thinking: Implications for Teaching. European Journal of STEM Education, 1(3), 56. https://doi.org/10.20897/lectito.201656
Chicago
In-text citation: (Hurst and Hurrell, 2016)
Reference: Hurst, Chris, and Derek Hurrell. "Investigating Children’s Multiplicative Thinking: Implications for Teaching". European Journal of STEM Education 2016 1 no. 3 (2016): 56. https://doi.org/10.20897/lectito.201656
Harvard
In-text citation: (Hurst and Hurrell, 2016)
Reference: Hurst, C., and Hurrell, D. (2016). Investigating Children’s Multiplicative Thinking: Implications for Teaching. European Journal of STEM Education, 1(3), 56. https://doi.org/10.20897/lectito.201656
MLA
In-text citation: (Hurst and Hurrell, 2016)
Reference: Hurst, Chris et al. "Investigating Children’s Multiplicative Thinking: Implications for Teaching". European Journal of STEM Education, vol. 1, no. 3, 2016, 56. https://doi.org/10.20897/lectito.201656
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Hurst C, Hurrell D. Investigating Children’s Multiplicative Thinking: Implications for Teaching. European Journal of STEM Education. 2016;1(3):56. https://doi.org/10.20897/lectito.201656
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Submit My Manuscript



Phone: +31 (0)70 2190600 | E-Mail: info@lectitojournals.com

Address: Cultura Building (3rd Floor) Wassenaarseweg 20 2596CH The Hague THE NETHERLANDS

Disclaimer

This site is protected by copyright law. This site is destined for the personal or internal use of our clients and business associates, whereby it is not permitted to copy the site in any other way than by downloading it and looking at it on a single computer, and/or by printing a single hard-copy. Without previous written permission from Lectito BV, this site may not be copied, passed on, or made available on a network in any other manner.

Content Alert

Copyright © 2015-2019 Lectito BV All rights reserved.